Learning Topic 1: Communicate effectively with a diversity of young people
By the end of this topic you will be able to use your knowledge and skills to:
Foster communication that develops trust and understand the young persons situation from their perspective
Use diverse communication strategies to engage with young people
Consider cultural sensitivities in communication
Section 1.3: Using diverse communication strategies to engage with young people
So we have seen in the previous section that personal values and beliefs affect the way we respond to young people. Added to this, we all have individual styles, skills and abilities that influence our day-to-day dealings with young people. In this section we will look at how our individual style can impact on how we work with young people.
Activity 1.4
Read the following scenario and answer the associated question.
SCENARIO 1: Chris refuses to do his share of the cleaning up
Worker
(coming to Chris):
You’d better do your chores or you’ll be in trouble!
Chris:
What? I don’t care about the stupid chores.
Worker:
You will care.
1. What could the worker in Scenario 1, have done or said differently?
SCENARIO 2: Chris refuses to do his share of the cleaning up
Worker:
I notice you haven’t started your chores yet.
Chris:
Yeah, well I don’t want to.
Worker:
Well Chris, maybe you don’t want to but it is the chore that you’ve
got for today.
Chris:
Told you, I don’t want to – you can’t make me.
Worker:
Yeah, that’s right Chris, I can’t make you, I’m asking you.
Chris:
I don’t like this chore.
Worker:
It can be annoying to have to do work you don’t like – how can I help you?
2. Identify some of the values underpinning the worker’s response in this scenarios.
These two interactions demonstrate the close connection between a worker’s attitude and their approach to managing interactions. Let's now have a closer look at three styles of communicating; passive, aggressive and assertive.
Worker communication styles
Activity 1.5A
Work through the following introductory movie to worker styles, and then complete the following scenarios.
Activity 1.5B
Read the following scenario and answer the associated question.
SCENARIO 1: Aggressive (In a Youth Centre)
Worker
(coming to Chris):
Look at this place, it’s disgusting. Pick up those cigarette butts.
Young person:
I didn’t drop ’em.
Worker:
I don’t care, they need to be picked up.
Young person:
You always get stuck into me,
I hate you!
Worker:
Right, you’re in real trouble now.
1. What are the core beliefs underlying the aggressive style? What strategies does the aggressive style use in interactions with young people?
SCENARIO 2: Passive(In a Youth Centre)
Worker(smiling nicely):
Look at this place, it’s pretty dirty. Can you please pick up those cigarette butts, Mark.
Young person:
I didn’t drop them. Why are you picking on me?
Worker (pleading):
I’m not Mark, that’s really unfair. I don’t pick on you. All I asked you to do was…. (The worker’s voice has a pleading quality, his body language is indecisive, hands outstretched to the side, eye contact is uncertain, and unstable.
2. What are the core beliefs underlying the passive style? What strategies does the passive style use in interactions with young people?
SCENARIO 3: Assertive (Police moving on young people in a shopping centre)
Worker:
Guys you’ve been hanging around here for a while making lots of noise. We’d like you to move on thanks.
Young person:
Oh, c’mon. We haven’t been that noisy?
Worker:
Maybe you think you haven’t (tune in) but I’d like you to move on, thanks.
Young person:
Not doin’ anything wrong, hanging out here’s not a major crime is it?
Worker:
(At this point the worker walks away giving them time to make up their minds. The worker however, keeps an eye on these young people and may return in a few minutes if they fail to follow directions.)
3. What are the core beliefs about the assertive style?What strategies does the assertive style use in interactions with young people?
At this point the worker won’t over-service this minor power struggle:
The worker will leave Chris to take responsibility for his behaviour within the known program rules and consequences, which will involve follow-up after the morning meeting.
The worker moves away giving Chris time to change his mind, and allowing him to save face.
The worker is balancing appropriate direction with respect for the young person.
The outcome of this first interaction could have been more positive if the worker had approached the situation in a different way. For example:
The worker re-evaluates their role: ‘I can’t MAKE him do the cleaning. I can help him focus on his responsibilities.’
The worker recognises the young person’s goal (to avoid doing his chores/have a confrontation) and so refuses to feed this goal.
The worker has a plan (or framework) to work from using a balance of short and long-term corrective measures combined with encouragement.
Core beliefs underlying the aggressive style
I must win. I can’t stand to lose face.
Young people must respect me. They must do as they are told.
Workers must control young people.
(Instead of thinking in terms of MUST it might be more helpful to say I PREFER respect. This respect can’t be forced through external control, fear can be forced this way, not respect. One can desire, invite, and model respect; it is dysfunctional to demand it.)
Aggressive style strategies
Uses put downs and embarrassment
Directly causes the young person to lose face
Uses sarcasm instead of humour
Acts on feelings of like/dislike
Disenfranchises the young person’s fundamental rights of respect, fair treatment and the right of reply
Takes on the responsibility for the young person’s behaviour
Minimises negotiation
Tells rather than directs; argues rather than redirects
Often acts from anger instead of explaining why they are angry and allowing cool-off time
Imposes rather than negotiates house rules and expectations
Gets so frustrated by young person answering back and having the last word that they find themselves responding.
Core beliefs of the passive style
I must be liked. (Self esteem is closely tied to how they perceive young people see them)
Young people are dangerous
As a result:
Young people walk all over them
Rules are unclear, uncertain and infrequently enforced
Easily drawn into secondary issues.
Passive style strategies
Give in to all demands, anything to keep the peace
Loss of credibility with the young person means it is less likely they will be approached for help
Appear to favour certain young people by not imposing rules on those that refuse.
